Thomas: This essay came from a website http://mitpress.mit.edu/MITECS/culture.html put out on Jay Hansons List. It was under the heading of cognitive psychology. Your attempt to increase net baud rate has to take into account the actors - ie humans and how they operate. The following is the best academic ideas of how humans achieve cognition - I will make some comments to defend my thesis that it is how individuals process information that is the relevant criteria, not interests, common terminology or other factors you have mentioned. 3. The Science of Information Processing In broad strokes, an intelligent organism operates in a perception-action cycle (Neisser 1967), taking in sensory information from the environment, performing internal computations on it, and using the results of the computation to guide the selection and execution of goal-directed actions. Thomas: One of the goal directed actions would be speech. The initial sensory input is provided by separate sensory systems, including smell, taste, haptic perception and audition. The most sophisticated sensory system in primates is vision (see MID-LEVEL VISION; HIGH-LEVEL VISION), which includes complex specialized subsystems for DEPTH PERCEPTION, SHAPE PERCEPTION, LIGHTNESS PERCEPTION, and COLOR VISION. Thomas: We have developed a visual society due to our reliance on the printed and written word. Before Guttenburg, the primary sense was auditory and I would question their assumption that vision is the most sophisticated sense. A lot has to do with the culture you are brought up in as to where your attention has been focused in your formative years. The interpretation of sensory inputs begins with FEATURE DETECTORS that respond selectively to relatively elementary aspects of the stimulus (e.g., lines at specific orientations in the visual field, or phonetic cues in an acoustic speech signal). Some basic properties of the visual system result in systematic misperceptions, or ILLUSIONS. TOP-DOWN PROCESSING IN VISION serves to integrate the local visual input with the broader context in which it occurs, including prior knowledge stored in memory. Theorists working in the tradition of Gibson emphasize that a great deal of visual information may be provided by higher-order features that become available to a perceiver moving freely in a natural environment, rather than passively viewing a static image (see ECOLOGICAL PSYCHOLOGY). In its natural context, both perception and action are guided by the AFFORDANCES of the environment: properties of objects that enable certain uses (e.g., the elongated shape of a stick may afford striking an object otherwise out of reach). Thomas: You can't know what you haven't experienced. Memory is the primary tool we use to extrapolate new information. If you have no memory, you probably have no understanding. Memory is stored internally as a visual image, a sound, a feeling, a thought or verbal description. Different people access memory from different storage senses depending on how the have encoded the memory. Across all the sensory systems, the quantitative functions relating physical inputs received by sensory systems to subjective experience (e.g., the relation between luminance and perceived brightness, or between physical and subjective weight) is investigated by the methods of psychophysics. SIGNAL DETECTION THEORY provides a statistical method for measuring how accurately observers can distinguish a signal from noise under conditions of uncertainty (i.e., with limited viewing time or highly similar alternatives), in a way that separates the signal strength received from possible response bias. In addition to perceiving sensory information about objects at locations in space, animals perceive and record information about time (see TIME IN THE MIND). Knowledge about both space and time must be integrated to provide the capability for animal and HUMAN NAVIGATION in its environment. Humans and other animals are capable of forming sophisticated representations of spatial relations integrated as COGNITIVE MAPS. Some more central mental representations appear to be closely tied to perceptual systems. Humans use various forms of imagery based on visual, auditory and other perceptual systems to perform internal mental processes such as MENTAL ROTATION. The close connection between PICTORIAL ART AND VISION also reflects the links between perceptual systems and more abstract cognition. A fundamental property of biological information processing is that it is capacity- limited and therefore necessarily selective. Beginning with the seminal work of Broadbent, a great deal of work in cognitive psychology has focused on the role of attention in guiding information processing. Attention operates selectively to determine what information is received by the senses, as in the case of EYE MOVEMENTS AND VISUAL ATTENTION, and also operates to direct more central information processing, including the operation of memory. The degree to which information requires active attention or memory resources varies, decreasing with the AUTOMATICITY of the required processing. Modern conceptions of memory maintain some version of William James' basic distinction between primary and secondary memory. Primary memory is now usually called WORKING MEMORY, which is itself subdivided into multiple stores involving specific forms of representation, especially phonological and visuospatial codes. Working memory also includes a central executive, which provides attentional resources for strategic management of the cognitive processes involved in problem solving and other varieties of deliberative thought. Secondary or long-term memory is also viewed as involving distinct subsystems, particularly EPISODIC VS SEMANTIC MEMORY. Each of these subsystems appears to be specialized to perform one of the two basic functions of long-term memory. One function is to store individuated representations of "what happened when" in specific contexts (episodic memory); a second function is to extract and store generalized representations of "the usual kind of thing" (semantic memory). Another key distinction, related to different types of memory measures, is between IMPLICIT VS EXPLICIT MEMORY. In explicit tests (typically recall or recognition tests) the person is aware of the requirement to access memory. In contrast, implicit tests (such as completing a word stem, or generating instances of a category) make no reference to any particular memory episode. Nonetheless, the influence of prior experiences may be revealed by the priming of particular responses (e.g., if the word "crocus" has recently been studied, the person is more likely to generate "crocus" when asked to list flowers, even if they do not explicitly remember having studied the word). There is evidence that implicit and explicit knowledge are based on separable neural systems. In particular, forms of amnesia caused by damage to the hippocampus and related structures typically impair explicit memory for episodes, but not implicit memory as revealed by priming measures. A striking part of human cognition is the ability to speak and comprehend language. The psychological study of language, or psycholinguistics, has a close relationship to work in linguistics and on LANGUAGE ACQUISITION. The complex formal properties of language, together with its apparent ease of acquisition by very young children, have made it the focus of debates about the extent and nature of NATIVISM in cognition. COMPUTATIONAL PSYCHOLINGUISTICS is concerned with modeling the complex processes involved in language use. In modern cultures that have achieved LITERACY with the introduction of written forms of language, the process of READING lies at the interface of psycholinguistics, perception, and memory retrieval. The intimate relationship between language and thought, and between language and human concepts, is widely recognized but still poorly understood. The use of METAPHOR in language is related to other symbolic processes in human cognition, particularly ANALOGY and CATEGORIZATION. Thomas: The above paragraph explicitly indicates the bias of the writer. The idea that literacy improves memory is an assumption. The oral tradition of the earlier civilizations were quite capable of handing down excessive amounts of knowledge without the concept of literacy. One of the most fundamental aspects of biological intelligence is the capacity to adaptively alter behavior. It has been clear at least from the time of William James that the adaptiveness of human behavior and the ability to achieve EXPERTISE in diverse domains is not generally the direct product of innate predisposition's, but rather the result of adaptive problem solving and LEARNING SYSTEMS that operate over the lifespan. Both production systems and neural networks provide computational models of some aspects of learning, although no model has captured anything like the full range of human learning capacities. Humans as well as some other animals are able to learn by IMITATION; for example, translating visual information about the behavior of others into motor routines that allow the observer/imitator to produce comparable behavior. Many animal species are able to acquire expectancies about the environment and the consequences of the individual's actions on the basis of CONDITIONING, which enables learning of contingencies among events and actions. Conditioning appears to be a primitive form of causal induction, the process by which humans and other animals learn about the cause-effect structure of the world. Both causal knowledge and similarity relations contribute to the process of categorization, which leads to the development of categories and concepts that serve to organize knowledge. People act as if they assume the external appearances of category members are caused by hidden (and often unknown) internal properties (e.g., the appearance of an individual dog may be attributed to its internal biology), an assumption sometimes termed psychological ESSENTIALISM. There are important developmental influences that lead to CONCEPTUAL CHANGE over childhood. These developmental aspects of cognition are particularly important in understanding SCIENTIFIC THINKING AND ITS DEVELOPMENT. Without formal schooling, children and adults arrive at systematic beliefs that comprise NAIVE MATHEMATICS and NAIVE PHYSICS. Some of these beliefs provide the foundations for learning mathematics and physics in formal EDUCATION, but some are misconceptions that can impede learning these topics in school (see also AI AND EDUCATION). Young children are prone to ANIMISM, attributing properties of people and other animals to plants and non-living things. Rather than being an aberrant form of early thought, animism may be an early manifestation of the use of analogy to make inferences and learn new cognitive structures. Analogy is the process used to find systematic structural correspondences between a familiar, well-understood situation and an unfamiliar, poorly- understood one, and then using the correspondences to draw plausible inferences about the less familiar case. Analogy, along with hypothesis testing and evaluation of competing explanations, plays a role in the discovery of new regularities and theories in science. In its more complex forms, learning is intimately connected to thinking and reasoning. Humans are not only able to think, but also to think about their own cognitive processes, resulting in METACOGITION. They can also form higher-level representations, termed METAREPRESENTATION. There are major individual differences in intelligence as assessed by tasks that require abstract thinking. Similarly, people differ in their CREATIVITY in finding solutions to problems. Various neural disorders, such as forms of MENTAL RETARDATION and AUTISM, can impair or radically alter normal thinking abilities. Some aspects of thinking are vulnerable to disruption in later life due to the links between AGING AND COGNITION. Until the last few decades, the psychology of DEDUCTIVE REASONING was dominated by the view that human thinking is governed by formal rules akin to those used in LOGIC. Although some theorists continue to argue for a role for formal, content- free rules in reasoning, others have focused on the importance of content-specific rules. For example, people appear to have specialized procedures for reasoning about broad classes of pragmatically important tasks, such as understanding social relations or causal relations among events. Such pragmatic reasoning schemas (Cheng and Holyoak 1985) enable people to derive useful inferences in contexts related to important types of recurring goals. In addition, both deductive and inductive inferences may sometimes be made using various types of MENTAL MODELS, in which specific possible cases are represented and manipulated (see also CASE-BASED REASONING AND ANALOGY). Much of human inference depends not on deduction, but on inductive PROBABILISTIC REASONING under conditions of UNCERTAINTY. Work by researchers such as Amos TVERSKY and Daniel Kahneman has shown that everyday inductive reasoning and decision making is often based on simple JUDGMENT HEURISTICS related to ease of memory retrieval (the availability heuristic) and degree of similarity (the representativeness heuristic). Although judgment heuristics are often able to produce fast and accurate responses, they can sometimes lead to errors of prediction (e.g., conflating the subjective ease of remembering instances of a class of events with their objective frequency in the world). More generally, the impressive power of human information processing has apparent limits. People all too often take actions that will not achieve their intended ends, and pursue short-term goals that defeat their own long-term interests. Some of these mistakes arise from motivational biases, and others from computational limitations that constrain human attention, memory, and reasoning processes. Although human cognition is fundamentally adaptive, we have no reason to suppose that "all's for the best in this best of all possible minds." Thomas: When reading an academic article like this, I am often left with the thought - "so what?" Little bits of research are strung together in paragraphs that seems to provide no concrete tools to work with. What does all the above mean? How does it help you and me understand or develop a methodology to increase "net baud rate?" Of course it doesn't. There is lots of data here but no coherence. There are a lot of qualifiers and maybes but few concrete pegs on which to start a reasoning process. Every individual method of intaking, processing and projecting information is different - wonderfully different. Therefore we have to leave aside bits of data and move to the idea of processes. What is happening when we see a bird in the sky, how to we see, how do we process and how do we react is a process - a series of steps. The particular content within the process may be different, but the process can and should be accurately described. Respectfully, Thomas Lunde
